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Students' Perceptions Towards The Quality of Online Education: A Qualitative Approach
Students' Perceptions Towards The Quality of Online Education: A Qualitative Approach
Approach
Yi Yang
Linda F. Cornelius
Mississippi State University
Abstract
How to ensure the quality of online learning in institutions of higher education has been a growing concern
during the past several years. While several studies have focused on the perceptions of faculty and administrators,
there has been a paucity of research conducted on students’ perceptions toward the quality of online education.
This study utilized qualitative methods to investigate the perceptions of students from two universities and one
community college regarding the quality of online education based on their own online learning experiences.
Interviews and observations were conducted with three students. Various documents were collected, digital and
printed. Positive and negative experiences of students were examined. Factors that contribute to those experiences
were also identified. The findings of this research revealed that flexibility, cost-effectiveness, electronic research
availability, ease of connection to the Internet, and well-designed class interface were students’ positive
experiences. The students’ negative experiences were caused by delayed feedback from instructors, unavailable
technical support from instructors, lack of self-regulation and self-motivation, the sense of isolation, monotonous
instructional methods, and poorly-designed course content The findings can be used by instructors to understand
students’ perceptions regard ing online learning, and ultimately improve their online instructional practices.
Introduction
With the fast development of the Internet, many colleges and universities have offered online courses as a
viable alternative to traditional face-to-face instruction. However, considerable concerns and problems have
developed, particularly as it relates to the quality of online education. Online education, according to Harasim
(1989), is a new domain of learning that combines distance education with the practice of face-to-face instruction
utilizing computer-mediated communication. Ascough (2002) suggested that online education has the following
features: (a) it provides a learning experience different than in the traditional classroom because learners are
different, (b) the communication is via computer and World Wide Web, (c) participation in classroom by learners
are different, (d) the social dynamic of the learning environment is changed, and (e) discrimination and prejudice is
minimized (p.1).
New technologies, the Internet, streaming video, net-meeting etc. now makes higher education more
accessible and affordable for many students, and for those who would have been unable to pursue higher education
in a traditional in-class setting (Bianco & Carr-Chellman, 2002). Consequently, online learning has now become an
integral part of higher education institutions’ expanding curriculum.
The term online education is often associated with Internet education, virtual education, cyber-learning, and
asynchronous learning (Office of Sustainable Development, 2000). Kearsly (2000) reported the following themes
that shape online education: collaboration, connectivity, student-centeredness, unboundedness, community,
exploration, shared knowledge, multisensory experience, and authenticity (p. 4-10).
Volery (2000) also concluded that online delivery is a form of distributed learning enabled by the Internet.
According to Paulsen (2002), online education is characterized by:
• the separation of teachers and learners (which distinguishes it from face-to-face education),
• the influence of an educational organization (which distinguishes it from self-study and
private tutoring),
• the use of a computer network to present or distribute some educational content
• the provision of two-way communication via a computer network so that students may benefit
from communication with each other, teachers, and staff. (p.1)
Online courses and degrees have been widely adopted by higher education institutions as another method to
substitute traditional classroom instruction. Allen and Seaman’s (2003) recent survey on online education delivered
by higher education institutions in the United States, found that at least 80% of the course content delivered by those
institutions were delivered online. Regardless of the definition, an early indication of the widespread popularity of
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online education courses can be found in a survey conducted by the U.S. Department of Education, which revealed
that more than 54,000 online education courses were being offered in 1998, with over 1.6 million student’s enrolled
(cited in Lewis, et al., 1999). In a more recent study, Allen and Seaman (2003) reported that: (a) over 1.6 million
students took at least one online course during the Fall of 2002, (b) over one-third of these students (578,000) took
all of their courses online, (c) among all U.S. higher education students in Fall 2002, 11 percent took at least one
online course, and (d) among those students at institutions where online courses were offered, 13 percent took at
least one online course (p.1).
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classmates typically do not meet face-to-face. Palloff and Pratt (1999) reported that because students cannot tell the
race, gender, physical characteristics of each other and their teachers, online education presents a bias-free teaching
and learning environment for instructors and students.
Quality, as used in this study is the extent to which an internet-based distance education program meets
the benchmark criteria established by the Institute of Higher Education Policy in 2000 (IHEP 2000). In order for a
distance education program to be recognized as a quality program it should meet these specific criteria (Hensrud,
2001). According to Kearsley (2000), to be considered as good-quality online course, ten most critical elements
must be incorporated. They are “content, pedagogy, motivation, feedback, coordination/organization, usability,
assistance, workload, and flexibility” (p.105). Numerous research projects have been conducted from the
perspectives of faculty (Bennett & Bennett, 2002; Bower, 2001; O’Quinn & Corry, 2002; Yueng, 2001) and
administrators (Alley, 2001; Giannoni & Tesone, 2003; Husman & Miller, 2001) toward the quality of distance
education, where the Internet was used as the major delivery method, based upon the IHEP’s quality benchmarks.
However, there is a lack of research to measure the quality of online education from the students’ perspective. Little
is known about the quality of programs that offer online education, especially those programs based on the Internet.
Faculty, administrators, and policy makers need to know how their “customers” view the quality of online education
programs based upon their own learning experiences.
Research Questions
Answers to the following research questions were sought in this study.
1. What is the experience of students who are receiving online education? How do they perceive the
quality of online education from their experiences?
2. What are factors that have shaped students’ online education experience? How do those factors
contribute to the quality of online education?
Limitations
There are several limitations of this study which need to be addressed. First, the three students who
participated in this study were taking three different classes offered at only two universities and one community
college. Each instructor in the study had his/her own characteristic in regard to how he/she presented course content
and communicated with students. Therefore, the characteristics of the instructor may have had an influence on
students’ perceptions of their online education.
Second, there were different types of formats utilized to present the online courses. Two classes used
WebCT as courseware technology, and one class used Blackboard. Although there are many similarities for the two
courseware technology, the layout, the design of the class, and interface were all different.
Third, the classes were across disciplines and were taught at different levels. One was a graduate course in
Educational Psychology. One was an undergraduate course in Music Appreciation, and the third was a social
development class, which was taught at the undergraduate level.
Definition of Terms
This study adopted the term of online education identified by Paulsen (2002). According to Paulsen,
online education is characterized by
• the separation of teachers and learners (which distinguishes it from face-to-face education),
• the influence of an educational organization (which distinguishes it from self-study and
private tutoring),
• the use of a computer network to present or distribute some educational content
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• the provision of two-way communication via a computer network so that students may benefit
from communication with each other, teachers, and staff. (p.1.)
Review of Literature
Many quantitative studies (Bennett & Bennett, 2002; Goodwin, 1993; Hara & Kling, 1999) have been
conducted in an effort to determine the effectiveness of on-line learning. However, there has been little research that
has sought to control for student variables that could provide answers to the following questions such as: How do
students’ computer skills affect perceptions of on-line quality? Do students’ computer skills also affect students’
learning outcomes? How does the communication within the on-line environment affect student’s perception and
learning outcome? According to Thurmond, Wambach, Connors & Frey (2002) these are just a few of the questions
that are often ignored or under investigated in research that has assessed the quality of on-line learning.
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study of student participation in a discussion-oriented online course, the findings indicated that students participated
in online discussions at the times which is most convenient to them, such as on weekends. Poole also found that
students mostly accessed the online course from their home computers, which was the place most convenient to
them. Other researchers have also found similar results that online learners read and respond to instructor’s
comments in online discussions at times convenient to them e.g. early morning, late evening (Murphy & Collins,
1997).
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adjustment suggested that students do see a difference in the learning process and a need for their role adjustment
and the online learning should be viewed as more cognitive or internally oriented. Garrison et. al (2004) also pointed
out that online learners must take more responsibility, adjust to a new climate, adjust to new context, synthesize
ideas, learn how to participate, synthesize ideas, apply ideas or concepts, and stimulate their own curiosity to be
successful in online class.
Methodology
Research design The design selected for this research study was qualitative in nature using interviews,
observations, and documents. Qualitative research provides an understanding of a situation or phenomenon that tells
the story rather than determining cause and effect (Fraenkel & Wallen, 2003; Glesne, 1999).
Techniques for conducting qualitative research include observations, interview, and document analysis.
Triangulation—putting together various types and pieces of information –can lead to a better analysis or
interpretation of a situation. According to Patton (1990), “Studies that use only one method are more vulnerable to
errors linked to that particular method than studies that use multiple methods in which different types of data
provide cross-data validity checks” (p. 18). Interviews and observations are only two parts of that process.
Strengthening the information collected from observations and interviews with other data is not essential, but
desirable (Stake, 1995). The data collection techniques used in this study consisted of the structured and
unstructured interviews, observations, and documentations.
Data Collection Data were collected using the following methods: interviews, observations, and
documents. Multiple sources for data collection will allow the researchers to use different data sources to validate
and crosscheck findings (Patton, 1990). Documents were collected and evaluated as additional resources for the
study. Each participant in this study engaged in two interviews. One of the interviews was structured and the other
was unstructured. Two observations were conducted in an effort to gain more qualitative data. The observations
were approximately 60-minute sessions. The observations were conducted in the setting that participants usually
completed their online coursework. Documents were collected from all participants. These documents were
printouts and other information to substantiate information that was already collected and witnessed during the
observations and interviews process. Data were analyzed to answer the research questions and to cross reference
similarities and differences among participants.
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Interviews Fraenkl & Wallen (2003) have suggested that interviewing is an essential method for checking the
accuracy of the impressions that a researchers has gained through observations (p. 455). Interviews can be
conducted in several ways-with prepared questions, a protocol or interview guide, or as an unplanned event. Patton
(1990) described six different types of questions that all contribute valuable information to the research study: (a)
experience/behavior questions-what the individual does in this situation or has previously done; (b) opinion/value
questions-what the individual thinks or believes about a situation or issue; (c) feeling questions-what the individual’s
natural emotional responses would be to a situation or issue; (d) knowledge questions-what facts the individual
knows about the situation or issue; (e) sensory questions-what sensory response the individual would have to the
situation or issue; and (f) background or demographic questions-what characteristics describe the individual. Each
of these questions guides the researcher in developing an understanding of the phenomenon. This study employed a
variety of questioning techniques (see Appendix A) to encourage the participants to describe their perceptions of the
quality of online education based on their own experiences.
Formal structured interviews were conducted for each participant at the beginning of the study. Each
participant’s interview lasted approximately 60 minutes each. The interviews were conducted at the convenience of
the participants, such as in their dorm room, office, or the campus library. Unstructured interviews were conducted
with each participant. The unstructured interviews lasted approximately 45-60 minutes. Each participant had an
unstructured and a structured interview. Sample questions asked during the formal interviews included: As a
student, how does your experience of online educational programs compare with traditional in-class instruction?
How do you like or dislike it? As a student, how would you rate the overall quality of the online instruction you
receive? Very good, good, moderate, or not good? Why? In what ways could online education programs serve
your educational needs? As a student, how do you feel about the communication between yourself and the
instructor? Between you and other students?
Questions for the unstructured interviews were based on things that were observed or were not seen during
observations. Also, much room was allowed for spontaneous questions and responses from both the participants and
the researchers.
Observations Observations were conducted from February to May during the spring semester of 2004. An integral
part of qualitative research, observations allow the researcher to determine if what the participant has said in the
interview is transferred into action during the online learning experience. Participant observation “gives a firsthand
account of the situation under study and, when combined with interviewing and document analysis, allowed for a
holistic interpretation of the phenomenon being investigated (Merriam, 1998, p. 102). During the observation
process, field notes were made and transcribed. Pictures about the setting of the environment where the participants
normally work for online classes were also taken.
Participants were given the opportunity to schedule their observations at their convenience and in settings
conductive for them. Each participant was observed twice. Some of the observations took place in the participant’s
homes, dorm rooms, offices, or the campus library. During the process of observation, extensive field notes were
taken. Those notes included participants’ study habits, description of the physical environment where the
participants were studying, and how the participants were actively or inactively involved in his/her online learning.
Documentation Fraenkel and Wallen (2003) indicated that documents refers to any kind of information that exists
in some type of written or printed form intended for private or public consumption public and are available to the
researcher for analysis. Thus, photographs, participants’ email messages, printed version of the class layout, and
participants’ submitted assignments along with class syllabus were collected as data sources.
Documents concerning online education were collected from all participants. These documents included
syllabus, course information, tests, study notes, discussion board postings, emails , etc. The majority of the
documents received from the participants were printouts from each participant’s course site. The purpose of
implementing observations, interviews, and documents was to provide trustworthiness and accountability to the
data. The researchers were attempting to determine whether the participants’ actions and interview responses were
the same. The researchers examined how closely what the participants said in the interview, and observations were
aligned with what actually happened in the typical online learning settings.
Participants The sample for this research study were three students enrolled in online learning courses. The
participants received online instruction from two different universities (University of Southern Mississippi, and
Mississippi State University) and one community college (East Mississippi Community College) in Mississippi.
Fraenkel & Wallen (2003) have concluded that purposive sampling is based on the assumption that one
needs to “select a sample from which they feel will yield the best understanding of whatever it is they wish to study”
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(p. 440). However, convenience sampling was used in this study. Two males and one female student participated in
this study. Among the three, one was Caucasian, and two were African American. These participants were all
enrolled in online classes. Their exams and other assessments were completed online. Two of the participants
received instruction delivery via WebCT and the other participant received instruction via Blackboard. Two of these
participants were non-traditional students. One was a housewife of approximately 42 years old, and the other
participant was almost 40 years old and held a full time job. Both participants took undergraduate courses offered
online. The third participant was a traditional student of 25 years of age, who took graduate online course.
Procedures The initial step in the procedure was the selection of study participants. Convenience sampling was
done because the participants were known to the researchers. Participants’ interviews and observations were then
conducted during the spring semester of 2004. Structured interviews with the participants were first conducted
separately. Conversations were recorded during the entire interview processes. Following, the participants engaged
in unstructured interviews two weeks later. The interviews were conducted in different places to accommodate the
needs and convenience of the participants. One participant was interviewed twice in his dormitory room. The second
participant was interviewed twice in her home. The third participant was interviewed in his office once and once at
the campus library.
After the completion of interviews, data were organized and preliminarily analyzed. The first observation
was then scheduled upon the participants’ consent to see how he/she worked for the online class. A week later, the
second observation was scheduled with participants to confirm whether or not there had been any change in
participants’ behaviors when the participants became familiar with the research process.
During the process of the first and second observations, various documents were collected. Photographs
were taken for the physical setting of the online environment of the participants. The online class design and layout
were also printed as archival data. Some other documents such as syllabus, discussion posting messages were also
collected during this stage of the process.
Data Analysis Data analysis is a key component of qualitative research. Transcripts made of audiotaped interviews
were checked for accuracy against the original recordings. Data analysis was also conducted simultaneously with
data collection. Extensive coding of the interview and observation transcripts was conducted by researchers. The
constant comparative method (Glaser & Strauss, 1967) was used to analyze the qualitative data from different
sources over time. Data were organized around each research questions, which related to experiences of students
who were taking online classes and the factors that shaped those experiences. The researchers examined the
interviews, observations, and archival data for similarities and differences. This information was then complied
around two major areas. These areas were positive experiences and negative experiences of online education.
The positive experiences included: flexibility, cost-effectiveness, convenience, self-paced, availability of
technical support, and ease of connection. The negative experiences included: delayed instructor feedback,
unavailable technical support from instructor, self-regulation and self-motivation, and a sense of isolation. The
factors that attributed to particpants’ positive experiences were: easy access to computers and Internet, well-
designed course layout, available technical support from the university and library, spontaneous grade postings after
assessments, and flexible class participation time. The factors that attributed to participants’ negative experiences
were: untimely or lack of feedback from instructor; monotonous instructional methods, lack of technical support,
lack of interpersonal communication, and poorly-designed course interface. Limitations of the analysis is reported
and discussed in the findings section of this paper.
Data collection and analysis provided answers to the following research questions: (1) What is the
experience of students who are receiving online education? (2) How do students perceive the quality of online
education from their experiences? (3) What factors shaped the students’ online education experience? (4) How do
those factors contribute to the quality of online education?
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motivation, and the sense of isolation. Factors that contributed to students’ positive experiences were: flexibility
of class participation time and self-paced study, cost-effectiveness of online class, electronic research availability,
well-designed course layout, ease connection of the Internet, easy navigation of the online class interface, and
familiarity with the instructor. Factors that contributed to student’ negative experiences were: delayed feedback
from instructor; unavailable technical support from instructor, lack of self-regulation and self-motivation, sense of
isolation, monotonous instructional methods, and poorly-designed course content.
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seeking. Two kinds of courseware technology were utilized by different participant. Two participants’ online
courses utilized WebCT, and one participant who took the undergraduate course used Blackboard. Therefore, there
were two different kinds of interfaces being used in this study. Two students stated the easy navigation for the
whole class design. “The menus on the screen on the Blackboard are very easy to use. I can easily navigate my way
around the screen.” “The amount of links, information and navigation bar, everything is very simple and laid out on
the homepage.”
Automatic grading for tests by the courseware was perceived as a good experience by one participant. “I
can receive the results for the tests immediately after I took it.” A second participant also reported automatic
grading by the courseware as a positive of the course. Stating that it was great to see not only your grade for a
specific quiz or test, but to have a list of all grades received. Another participant did not receive automatic grading
and reported long delays in reporting. The participant stated, “We’ve already taken three exams, but I still haven’t
gotten the result from my first test yet.”
6. Familiarity with the instructor
One interesting phenomenon found in this study was the comfort level or familiarity with the instructor.
One participant indicated that, “I feel good about this class, because I know the instructor pretty well.” When asked
if this familiarity brought any effect on his perceptions towards the quality of the online class, the participant
answer, “I believe this familiarity make me feel more comfortable since I already knew how the instructor behaved
and his way of teaching.”
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of online courses, self-regulation and self-motivation are highly expected for students to be successful. When
students can’t control him/herself, he/she might miss the due date for the assignments, or even the dates for the tests.
One participant missed the deadline for one of his tests. He had to keep contacting the instructor for an opportunity
to make up the test. However, he couldn’t contact the instructor through any means, which also caused his negative
experience due to this lack of connection. The participants stated, “You must be really self-motivated and focused”.
“I am easily distracted and I put off things until the last minute”. Sometimes they even complained about the
freedom and independence they had enjoyed, “Independence and freedom can get you in trouble.” “It is so easy to
not to complete an assignment.” “You don’t have a specific time to do your work, so it’s very easy to get off track
and lose focus.” “If I were in a traditional class, at least I can talk to classmates, and we may remind each other
about the due dates for assignments and tests.”
Participants in this study spent their time on housework, babysitting, other coursework, or activities.
Because the class didn’t meet, sometimes they forgot that they were taking online courses. “Sometimes I will forget
my assignments.” However, the participant realized that he needed to control himself, and motivate himself, “If I
could have spent some time in preparing for the test, I wouldn’t have gotten such a bad score.” He also realized that
he spent too much time on other things, such as talking on the phone, and traveling. “Sorry, I talked too long (he
spent 30 or more minutes talking on the phone.” “I had too much travel this year, because I had to go for an
interview.”
4. Sense of isolation
There are a variety reasons that caused a sense of isolation for online learners in this study. One reason was
the lack of interpersonal communication or interaction between instructor/student, and student/students. “You can’t
talk to teacher face to face on a regularly basis if at all.” “You miss out hands-on experiences done in class, and you
won’t be able to interact with other students.” The participant felt a strong isolation in the online class he was taking
because he kept saying “I feel I am nowhere and live in a lonely island.” Especially when there is no group work for
online learners, they won’t even have chance to talk to their group members. Consequently, students don’t know the
instructor, and don’t know his/her classmates. “So far I don’t know how many classmates I have, and who they
are.” “Although the instructor listed her number on the class page, but I can never reach her.”
5. Monotonous instructional methods
Another reason that caused the feeling of isolation was the monotonous instructional methods used in the
online class. Two participants in this study indicated that the message board was the only communication and
interaction method used by their instructor. “We only communicated through discussion boarding. She (the
instructor) won’t reply to our email message. As far as the chatting room, we never used it in this class. If we can
meet in the chatting room, it will be so much better.” The monotonous instructional methods also included class
materials the instructor prepared for students. Printed materials were solely used in the graduate level class. In the
music appreciation undergraduate level class, sound files and graphics are also utilized as supplementary teaching
materials. Comparing those two, the participant in the monotonous learning environment expressed his feeling and
suggestion, “Everything is printed. If we could have different material, such as audio, video, or even let us rent some
video and write a report on it, I will feel better for my learning.”
6. Poorly-designed online course content
A well-designed course interface can improve students’ use of class pages. But a poorly designed course
interface will make students lose in seeking information. “I don’t know where she (the instructor) put the page for...
(a certain assignment), it was there two days, but now it is gone.” The structure of one course design was not logic.
They were the detailed syllabus and the extended syllabus. Under the extended syllabus, there are two links, one is
the detailed syllabus, and the other one is the chapter outlines. But the chapter outlines were not linked. The
interviewer also noticed the inconsistent design of the course from the archival data documents. This inconsistency
caused students’ confusion and frustration in finding information they need.
Participants’ overall rating of the quality of online education indicated that they did not believe that they
had received a good quality online education. In addition, from their experiences, the online courses they had taken
did not meet the IHEP benchmark criteria. IHEP benchmarks states:
Feedback to student assignments and questions is constructive and provided in a timely manner. Proper
orientation is advised to students before starting an online program. Students are provided with
supplemental course information about course objectives, concepts, etc. Students have access to sufficient
library resources that may include “virtual library”. Students are provided with support services, such as
information programs, technical and proctoring requirements, training, technical assistance, student service
personnel, and a structured system to address student complaint. (p. 2-3).
One positive thing indicated by all participants was that they all had access to electronic library resources.
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However, they all expressed their dissatisfaction on the delayed feedback, frustration of helplessness, and no
orientation before the online classes were given. Therefore, the participants did not perceive their online education
to be of high quality.
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line education. This study suggests that IHEP benchmarks should be adopted by every institution of higher
education as a measure of the online programs each institution offers. When the online education programs do not
meet the benchmarks, students won’t perceive their online education to be of high quality. This study has also
shown that more research need to be conducted in the area of improving communications and utilizing multi-media
to enhance the on-line educational experiences of students in regard to both course content and social connectedness.
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Appendix A
Interview Questions
1. As a student, how does your experience of online educational programs compare with traditional in -
class instruction? How do you like or dislike it?
2. In what ways could online education programs serve your educational needs?
3. As a student, how do you feel about the communication between yourself and the instructor?
Between you and other students?
4. As a student, do you think your learning outcomes could be achieved through online education?
Why? How?
5. As a student, how do you view the feedback from instructor? Is it in a timely manner? Constructive?
Please give some examples.
6. As a student, how do you think the technical support provided from university? Do you receive any
other type of support, such as enrolling in online class, electronic database, and written information
about the program? If you have any complain, is there anyone you can address to and solve your
problem?
7. How do you view your online educational environment? E.g. Quality of graphics, layout, user
friendly, navigation, etc.?
8. How does the amount of course work in your online education program compare with traditional in -
class instruction?
9. As a student, what could you do to improve the quality of your online education?
10. What do you think are the important factors determining the quality of the online instruction you
receive?
11. What factors would lead you to choose online educational programs rather than traditional in-class
instruction?
12. As a student, how would you rate the overall quality of the online education you receive? Very good,
good, moderate, not good? Why?
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